West Virginia Department of Education



West Virginia Department of Education

West Virginia Board of Education Policy 2520.14

21st Century Learning Skills and Technology Tools Content Standards and Objectives for West Virginia Schools

Steven L. Paine

State Superintendent

Foreword

A 21st century curriculum that incorporates learning skills and technology tools is an increasingly important aspect of developing learners prepared for success in the 21st century. Thus, the West Virginia Board of Education and the West Virginia Department of Education are pleased to present Policy 2520.14, 21st Century Learning Skills and Technology Tools Content Standards and Objectives for West Virginia Schools. The West Virginia Standards for 21st Century Learning includes 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. This broadened scope of curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21st century content, 21st century learning skills and the use of 21st century technology tools.

Committees of educators from across the state convened to revise the content standards and objectives. The overarching goal was to build a rigorous, relevant and challenging learning skills and technology tools curriculum that would prepare students for the 21st century. West Virginia educators, including regular classroom teachers, special education teachers, and teachers representing higher education institutions, played a key role in shaping the content standards to align with national standards, rigorous national assessments and research and best practice in the field of educational technology. The contribution of these professionals was critical in creating a policy that is meaningful to classroom teachers and appears in a format that can easily be used and understood.

Policy 2520.14 is organized around two of the major components of a standards-based curriculum: learning standards and instructional objectives. The learning standards are the broad descriptions of what all students must know and be able to do at the conclusion of the instructional sequence. The accompanying programmatic-level objectives are specific descriptors of knowledge, skills and attitudes that when mastered will enable the student to attain the standard. The instructional objectives guide instructional planning and provide a basis for determining appropriate assessments, instructional strategies and resources.

In combination, the use of learning standards and instructional objectives become a comprehensive guide for delivering a rigorous and relevant learning skills and technology tools curriculum to all West Virginia students. These elements, when used to guide the instructional process and when delivered with the creativity and instructional expertise of West Virginia teachers, will become a powerful resource for preparing students to meet the challenges of the 21st century.

Steven L. Paine

State Superintendent of Schools

Explanation of Terms

Content Standards are broad descriptions of what students should know and be able to do in a content area. Content standards describe what students’ knowledge and skills should be at the end of a K-12 sequence of study.

Objectives are incremental steps toward accomplishment of content standards. Objectives are listed by grade level and are organized around the content standards. Objectives build across grade levels as students advance in their knowledge and skills.

Numbering of Standards

The number for each content standard is composed of four parts, each part separated by a period:

• the content area codes are LS for Learning Skills and TT for Technology Tools,

• the letter S, for Standard,

• the programmatic level, and

• the standard number.

Illustration: 21C.S.PK-2.1 refers to PreK-2 content standard #1.

Numbering of Objectives

The number of each objective is composed of five parts, each part separated by a period:

• the content area code (LS for Learning Skills; TT for Technology Tools),

• the letter O is for Objective,

• the programmatic level,

• the number of the content standard addressed, and

• the objective number.

Illustration: 21C.O.3-4.1.TT2 refers to technology tools objective for grades 3-4 that addresses standard #1 in 21st Century Learning Skills and Technology Tools, and is the second objective listed under that standard.

West Virginia Standards for 21st Century Learning

Information and communication technology (ICT) literacy is the ability to use technology to develop 21st century context knowledge and learning skills, in the support of 21st century teaching and learning. In a digital world, students need to learn to use the tools that are essential to everyday life and workplace productivity. The West Virginia Standards for 21st Century Learning integrate 21st century learning skills and 21st century technology tools into three standards: Standard I – Information and Communication Skills; Standard 2 – Thinking and Reasoning Skills; and Standard 3 – Personal and Workplace Skills. These three standards reflect the content found in the six national standards published by the International Society for Technology in Education (ISTE):

• Basic operations and concepts

• Social, ethical and human issues

• Technology productivity tools

• Technology communication tools

• Technology research tools

• Technology problem-solving and decision-making tools

Important 21st century technology tools include information and communication technologies such as computers, networking and other technologies (e.g. probes/sensors and accelerometers, ipods, interactive while boards, etc.); audio, video, multimedia and other digital tools; access to online learning communities and resources; aligned digital content software and adequate hardware for all students; and educators with appropriate technology support systems.

The mix of technology tools will change and evolve rapidly in the future. Today’s technology may be obsolete tomorrow. It is impossible to predict the tools that will be essential for learning and working in the years to come. That is why it is important for people to acquire learning skills that will enable them to use next-generation technology and why business people and educators need to continue to collaborate so schools will stay abreast of new technology. By moving beyond the development of foundational skills in technology to the development of ICT literacy skills, we will prepare our students to be productive in the classroom and the workplace.

In order to prepare our students to be successful students today and productive workers tomorrow, West Virginia teachers are responsible for integrating the learning skills and technology tools found in the Standards for 21st Century Learning appropriately into the learning environment. The three standards and related objectives are organized by programmatic levels, grades PreK-2; grades 3-4; grades 5-8; and grades 9-12. The intent is to provide the school principal and staff the flexibility to collaboratively design a model of implementation at each programmatic level that will afford all students to develop proficiency in each of the three standards.

West Virginia Standards for 21st Century Learning

21st Century Learning Skills and Technology Tools

Grade 9-12 Standards for 21st Century Learning

Upon completion of the twelfth grade, the student uses advanced skills of analysis, synthesis and evaluation to create new knowledge and visualizes the connections between seemingly unrelated ideas to produce well-developed solutions. The student continues to develop critical thinking and problem solving skills and uses technology tools to solve problems and make decisions related to classroom, community and world issues. The student demonstrates ethical behavior related to acceptable use of information and communication technology, protects his/her identify on line and in email and/or websites, and makes informed choices among available advanced technology systems, resources and services for completing projects, solving problems and managing information. The high school student will integrate advanced technology application skills in the use of the word processor, database, spreadsheet and presentation software.

|9-12 |Standards for 21st Century Learning |

|Standard |Standard 1: Information and Communication Skills |

|21C.S.9-12.1 |The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information|

| |in an appropriate oral, written, or multimedia format. |

|9-12 |

|Learning Skills Objectives | |Technology Tools Objectives |

|Learning skills enable students to acquire new content, knowledge and skills, connect new | |Technology tools, when integrated with classroom instruction, enable students to access, manage, |

|information to existing knowledge, learn new software programs, and learn new ways of doing things| |integrate and evaluate information across content areas, construct new knowledge and communicate |

|using technology tools. | |efficiently with others. |

|21C.O.9-12.1.LS1 |Student recognizes information needed for problem solving, can | |21C.O.9-12.1.TT1 |Student makes informed choices among available advanced |

| |efficiently browse, search and navigate online to access relevant | | |technology systems, resources and services (e.g., global |

| |information, evaluates information based on credibility, social, | | |positioning software, graphing calculators, personal digital |

| |economic, political and/or ethical issues, and presents findings | | |assistants, web casting, online collaboration tools) for |

| |clearly and persuasively using a range of technology tools and | | |completing curriculum assignments and projects and for |

| |media. | | |managing and communicating personal/professional information. |

|21C.O.9-12.1.LS2 |Student analyzes and interprets visuals and recognizes the impact | |21C.O.9-12.1.TT2 |Student routinely applies keyboarding skills, keyboard |

| |digital media influences (e.g. design, technique, and rate of | | |shortcut techniques, and mouse skills with facility, speed and|

| |speed) have on audiences. The student’s visual products reflect a | | |accuracy. |

| |sophisticated understanding of subject, digital media and design | | | |

| |techniques. | | | |

|21C.O.9-12.1.LS3 |Student creates information using advanced skills of analysis, | |21C.O.9-12.1.TT3 |Student uses advanced utilities (e.g., zipping or compressing |

| |synthesis and evaluation and shares this information through a | | |files, file level anti-virus scans), converts files to |

| |variety of oral, written and multimedia communications that target| | |different formats (e.g., .doc, .xls, .mdb, .htm, .pdf) and |

| |academic, professional and technical audiences and purposes. | | |saves finished products to multiple media sources (e.g., CDRW,|

| | | | |DVDR, USB drives, shared folders, web-based file storage). |

| | | |21C.O.9-12.1.TT4 |Student uses audio, video, pictures, clip art, moviemaker |

| | | | |programs, webpage design software, electronic documents and |

| | | | |other files to collaborate for the creation of electronic |

| | | | |products that inform multiple audiences both inside and |

| | | | |outside the school environment. |

| | | |21C.O.9-12.1.TT5 |Student uses advanced features of word processing software |

| | | | |(e.g., outline, table of contents, index feature, draw tool, |

| | | | |headers and footers, track changes, macros, hyperlinks to |

| | | | |other file formats, etc.). |

| | | |21C.O.9-12.1.TT6 |Student uses advanced features and utilities of spreadsheet |

| | | | |software, (e.g., formulas, filters, pivot tables, pivot |

| | | | |charts, macros, conditional formatting), to perform |

| | | | |calculations and to organize, analyze and report data. |

| | | |21C.O.9-12.1.TT7 |Student uses advanced features and utilities of presentation |

| | | | |software (e.g., slide transitions, master slides, narrations |

| | | | |and timings, creating web-enabled presentations, creating a |

| | | | |non-linear presentation) to communicate ideas to multiple |

| | | | |audiences. |

| | | |21C.O.9-12.1.TT8 |Student uses advanced features and utilities of database |

| | | | |software (e.g., to create tables, forms, perform table |

| | | | |relationships, advanced queries, and simple reports) to test |

| | | | |hypotheses or research questions and to report results. |

| | | |21C.O.9-12.1.TT9 |Student uses advanced telecommunication tools (e.g., email, |

| | | | |video conferencing, interactive websites, newsgroups, video |

| | | | |phones, chats) to create collaborative projects that are |

| | | | |relevant to real world situations and contribute to the |

| | | | |communication process among various groups. |

| | | |21C.O.9-12.1.TT10 |Student implements various Internet search techniques (e.g., |

| | | | |Boolean searches, meta-searches, web bots) to gather |

| | | | |information; student evaluates the information for validity, |

| | | | |appropriateness, content, bias, currency, and usefulness. |

| | | |21C.O.9-12.1.TT11 |Student imports and exports multiple data formats and |

| | | | |integrates to multiple productivity programs (e.g., exports |

| | | | |comma delimited files, standard data formats) and understands |

| | | | |transferability of data among different programs. |

|9-12 |Standards for 21st Century Learning |

|Standard |Standard 2: Thinking and Reasoning Skills |

|21C.S.9-12.2 |The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems |

| |using appropriate technology tools. |

|9-12 |

|Learning Skills Objectives | |Technology Tools Objectives |

|21C.O.9-12.2.LS1 |Student engages in a critical thinking process that supports | |21C.O.9-12.2.TT1 |Student knows how to find information necessary to solve |

| |synthesis and conducts evaluation using complex criteria. | | |advanced problems related to hardware, software, networks, and|

| | | | |connections (e.g., by accessing online help, Internet |

| | | | |searches, technical documentation, system utilities, and |

| | | | |communication with technical experts). |

|21C.O.9-12.2.LS2 |Student draws conclusions from a variety of data sources to | |21C.O.9-12.2.TT2 |Student collaborates with peers, experts and others to |

| |analyze and interpret systems. | | |contribute to a content-related knowledge base by using |

| | | | |technology to compile, synthesize, produce, and disseminate |

| | | | |information, models, and other creative works. |

|21C.O.9-12.2.LS3 |Student engages in a problem solving process by formulating | |21C.O.9-12.2.TT3 |Student uses multiple electronic sources of information and |

| |questions and applying complex strategies in order to | | |multiple technology tools and resources tools (e.g., digital |

| |independently solve problems. | | |cameras, graphing calculators, probes, mp3 players, handheld |

| | | | |devices, other emerging technologies, simulations, models, |

| | | | |browsers, word processing, authoring tools, spreadsheets, |

| | | | |databases) to collaborate with others, to formulate a |

| | | | |hypothesis, to solve problems, make decisions, and present and|

| | | | |justify the solutions. |

|21C.O.9-12.2.LS4 |Student visualizes the connection between seemingly unrelated | |21C.O.9-12.2.TT4 |Student uses technology tools and multiple media sources to |

| |ideas and independently produces solutions that are fresh, unique,| | |analyze a real-world problem, design and implement a process |

| |original and well developed. Student shows capacity for | | |to assess the information, and chart and evaluate progress |

| |originality, concentration, commitment to completion, and | | |toward the solution. |

| |persistence to develop unique and cogent products. | | | |

|9-12 |Standards for 21st Century Learning |

|Standard |Standard 3: Personal and Workplace Skills |

|21C.S.9-12.3 |The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to |

| |plan and execute tasks; and interact productively as a member of a group. |

|9-12 |

|Learning Skills Objectives | |Technology Tools Objectives |

|21C.O.9-12.3.LS1 |Student remains composed and focused, even under stress, willingly| |21C.O.9-12.3.TT1 |Student protects software, hardware and network resources from|

| |aligns his/her personal goals to the goals of others when | | |viruses, vandalism, and unauthorized use and employs proper |

| |appropriate, approaches conflict from win-win perspective, and | | |techniques to access, use and shut down technology equipment. |

| |derives personal satisfaction from achieving group goals. | | | |

|21C.O.9-12.3.LS2 |Student independently considers multiple perspectives and can | |21C.O.9-12.3.TT2 |Student works collaboratively to acquire information from |

| |represent a problem in more than one way, quickly and calmly | | |electronic resources, conducts online research, and evaluates |

| |changes focus and goals as the situation requires, and actively | | |information as to validity, appropriateness, usefulness, |

| |seeks innovations (e.g. technology) that will enhance his/her | | |comprehensiveness and bias. |

| |work. | | | |

|21C.O.9-12.3.LS3 |Student demonstrates ownership of his/her learning by setting | |21C.O.9-12.3.TT3 |Student evaluates current trends in information technology, |

| |goals, monitoring and adjusting performance, extending learning, | | |discusses the potential social, ethical, political, and |

| |using what he/she has learned to adapt to new situations, and | | |economic impact of these technologies, and analyzes the |

| |displaying perseverance and commitment to continued learning. | | |advantages and disadvantages of widespread use and reliance on|

| | | | |technology in the workplace and society. |

|21C.O.9-12.3.LS4 |Student demonstrates ethical behavior and works responsibly and | |21C.O.9-12.3.TT4 |Student adheres to acceptable use policy and displays ethical |

| |collaboratively with others in the context of the school and the | | |behaviors related to acceptable use of information and |

| |larger community, and he/she demonstrates civic responsibility | | |communication technology (e.g., privacy, security, copyright, |

| |through engagement in public discourse and participation in | | |file-sharing, plagiarism); student predicts the possible cost |

| |service learning. | | |and effects of unethical use of technology (e.g., consumer |

| | | | |fraud, intrusion, spamming, virus setting, hacking) on culture|

| | | | |and society; student identifies the methodologies that |

| | | | |individuals and businesses can employ to protect the integrity|

| | | | |of technology systems. |

|21C.O.9-12.3.LS5 |Student exhibits positive leadership through interpersonal and | |21C.O.9-12.3.TT5 |Student models ethical behavior relating to security, privacy,|

| |problem-solving skills that contribute to achieving the goal. | | |computer etiquette, passwords and personal information and |

| |He/she helps others stay focused, distributes tasks and | | |demonstrates an understanding of copyright by citing sources |

| |responsibilities effectively, and monitors group progress toward | | |of copyrighted materials in papers, projects and multi-media |

| |the goal without undermining the efforts of others. | | |presentations. Student advocates for legal and ethical |

| | | | |behaviors among peers, family, and community regarding the use|

| | | | |of technology and information. |

|21C.O.9-12.3.LS6 |Student maintains a strong focus on the larger project goal and | |21C.O.9-12.3.TT6 |Student evaluates and applies technology tools for research, |

| |frames appropriate questions and planning processes around goal. | | |information analysis, problem solving, content learning, |

| |Prior to beginning work, student reflects upon possible courses of| | |decision making, and lifelong learning. |

| |action and their likely consequences; sets objectives related to | | | |

| |the larger goal; and establishes benchmarks for monitoring | | | |

| |progress. While working on the project, student adjusts time and | | | |

| |resources to allow for completion of a quality product. | | | |

| | | |21C.O.9-12.3.TT7 |Student protects his/her identity online and in email and/or |

| | | | |websites, limits the distribution of personal |

| | | | |information/pictures, and evaluates the authenticity of emails|

| | | | |that solicit personal information. Student identifies the |

| | | | |methodologies that individuals and businesses can employ to |

| | | | |protect the integrity of technology systems. |

| | | |21C.O.9-12.3.TT8 |Student uses technology to seek strategies and information to |

| | | | |address limits in their own knowledge. |

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